Kathleen Roth, Biological Sciences Curriculum Study (BSCS)
The Science Teachers Learning from Lesson Analysis (STeLLA) professional development program engages teachers in using two lenses to analyze videocases of science teaching: the Student Thinking Lens and the Science Content Storyline Lens. An initial study of the program demonstrated significant impact on both teacher and student learning. In this session, participants experience how teachers learn about science content, pedagogical strategies, and teaching practice through the STeLLA approach to videocase-based lesson analysis.

About the Presenter:
Kathleen Roth, Senior Science Educator, Biological Sciences Curriculum Study (BSCS)
Kathleen Roth is senior science educator at the Biological Sciences Curriculum Study (BSCS) in Colorado Springs, Colorado. Her current work focuses on videocase-based lesson analysis to support preservice and inservice teacher learning. This work examines the impact of teacher learning programs on student learning (as well as teacher learning) and, thus, makes an important contribution to the field’s understanding of how professional development can make a difference in terms of student learning. Roth began her career in education as a middle school science teacher, followed by 15 years as a teacher educator and researcher at Michigan State University (MSU). Roth also spent 10 years as a researcher with, and then director of, LessonLab Research Institute. She has been at BSCS since 2009. At MSU, Roth took on a researcher-teacher role, teaching elementary school science and studying her students’ learning. At LessonLab Research Institute, she directed the international TIMSS Video Study of Eighth-Grade Science Teaching. Three National Science Foundation funded studies then built on this work: the Science Teachers Learning from Lesson Analysis project (STeLLA), the Videocases for Science Teaching Analysis project (ViSTA), and the Tying Words to Images of Science Teaching project (TWIST). The use of videocases is central in each of these projects, sometimes as a strategy to support preservice or inservice teacher learning and sometimes as a research tool. Roth received her PhD in Science Education from Michigan State University, a master’s degree in Secondary Science Teaching from Johns Hopkins University, and an undergraduate degree in Biology from Duke University.

This project is funded by the National Science Foundation, grants # 0822241, 1449550, 1650648, 1743807, and 1813076. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.